As educators we are in the business of changing brains. But does our course design take into consideration how the brain learns? The emerging field of NeuroEducation addresses the intersection of mind, brain, and education. This session debunks a few common NeuroMyths and identifies key NeuroFacts critical to education design.
As educators we are in the business of changing brains. But does our course design take into consideration how the brain learns? The emerging field of NeuroEducation addresses the intersection of mind, brain, and education. This session debunks a few common NeuroMyths and identifies key NeuroFacts critical to education design.
Currere encourages educators and learners to undertake an autobiographical examination of themselves.
Pinar suggests that the term currere, the infinitive form of curriculum, implies the framework for the autobiographical reflection on educational experiences that ultimately shape individual's self-understanding in our democratic society. In relation to curriculum Pinar states, "The method of currere reconceptualized curriculum from course objectives to complicated conversation with oneself (as a 'private' intellectual), an ongoing project of self-understanding in which one becomes mobilized for engaged pedagogical action—as a private-and-public intellectual – with others in the social reconstruction of the public sphere".
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’
40 Pedagogies that Work the Same (or Better) Online than in Face-to-Face. From the book "Bringing the Neuroscience of Teaching to Online Learning" (April 2021).
Author: Tracey Tokuhama-Espinosa, Professor at Harvard University, Extension School, and Academic Coordinator at Conexiones: The Learning Sciences Platform
Currere encourages educators and learners to undertake an autobiographical examination of themselves.
Pinar suggests that the term currere, the infinitive form of curriculum, implies the framework for the autobiographical reflection on educational experiences that ultimately shape individual's self-understanding in our democratic society. In relation to curriculum Pinar states, "The method of currere reconceptualized curriculum from course objectives to complicated conversation with oneself (as a 'private' intellectual), an ongoing project of self-understanding in which one becomes mobilized for engaged pedagogical action—as a private-and-public intellectual – with others in the social reconstruction of the public sphere".
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’
40 Pedagogies that Work the Same (or Better) Online than in Face-to-Face. From the book "Bringing the Neuroscience of Teaching to Online Learning" (April 2021).
Author: Tracey Tokuhama-Espinosa, Professor at Harvard University, Extension School, and Academic Coordinator at Conexiones: The Learning Sciences Platform
TATA Technologies on What Does Safety Mean to Automotive Embedded Software De...Torben Haagh
The development of embedded systems has become a key issue for automotive OEMs and tier one suppliers, as the functionality of electronic systems in vehicles has increased. Overcoming the current complexity of software components is a challenge being faced throughout the industry.
Earlier this year, Deodatta Joshi, Head – Embedded Systems Practice, Engineering & Design, at TATA Technologies made a presentation on the topic of
"What Does Safety Really Mean To Automotive Embedded Software Development"
The presentation goes into detail about the following key issues:
• Drivers for integration of safety processes in CMMI / Automotive SPICE
• Integrated development across collaborative teams
• Adoptability of standards at different software development stages
• Mapping ISO 26262 into CMMI process areas
• Safety software development life cycle
• Sharing of best practices: Random hardware failures / Analysis of cyclomatic complexity
• Understanding safety standards in CMMI & SPICE processes
Download the presentation here: http://bit.ly/ppTATA
It is a presentation for the Embedded System Basics. It will be very useful for the engineering students who need to know the basics of Embedded System.
Mini project 2-- teaching and learning theories spring 2015jistudents
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
This is an open distance learning material about brain based learning, wherein, there is content, activities, reinforcement, and an answer key. It is an entire package of learning material for self learning purpose.
Given the breadth and diversity of related scientific findings, brain-based learning may take a wide variety of forms from school to school or teacher to teacher.
The following series of questions are typically asked of educators
using audience response systems (aka “clickers”) to choose their answers.
Then there is a discussion comparing what the research suggests and
what the educator’s experience has been.
Name: Yasir Almutlaq
Learning, Cognition, and Memory 3rd Reading
Big Ideas
Enduring Understandings (Mega-Ideas):
a) Much of human learning involves a process of actively constructing--not passively absorbing--knowledge.
b) Knowledge about the brain is helpful, but there are many misconceptions.
c) Human memory is complex, multifaceted information-processing system that is, to a considerable degree, under learners' control.
d) Human memory is fallible. Learners don't remember everything they learn, and sometimes they misremember what they've learned.
e) Effective teachers help students mentally process new information and skills in ways that facilitate long-term memory.
Why may learners may or may not remember what they’ve learned?
What helps people to remember? What prevents people from remembering?
What is context?
Define and give an example retrieval cues:
What is reconstruction?
Define reconstruction error.
Define retrieval failure.
Define decay.
When and how have you experienced reconstruction error?
When and how have you experienced retrieval error?
When how have you experienced memory decay?
1. Long -term memory is not necessarily forever.
How easily something is recalled depends on how it was initially learned. Remembering depends on the context. If they connected it with something else in long term memory.
The parts of written or spoken statement that precede or follow specific word or passage usually influencing its meaning or effect.
Retrieval cues clearly help learners recall what they have previously learned. For example, songs and smells.
Somethings people retrieve only certain of something they have previously learned. In such situations they may construct their memory of an event by combining the tidbits they can recall with their general knowledge and assumptions about the world.
Inability to locate information that currently exists in long-term memory.
Gradual weakening of information stored in long-term memory, especially if the information is used infrequently or not at all.
Try to remember spelling by remembering vocabulary and how it is spelled to help me.
When I forget my exam coming up.
When I tried to remember what I learned in math class for 3 years ago.
Summarize what you learned from this section:
I learned that remembering depends on how easily something is recalled depends on how it was initially learned. Remembering depends on the context. Memory is very interesting thing to learn about. I like the idea that when I listen to a song I remember an event or person and that’s very true and happened with all the people.
How can teachers (and students) promote effective cognitive processes (thinking)?
What are important things we should remember about memory?
How can a teacher grab and hold students’ attention?
Why should a teacher grab and hold students’ attention?
What is meant by the limited capacity of working memory ?
Why should a teacher remember students’ have ...
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Learning Strategies
1. Pedagogy Circle November 6, 2009 Teaching strategies which increase student learning Joanne Chesley, Ed. D. CETL
2. What can teachers do to increase student learning ? 1 ) understand the brain and how it works utilize teaching strategies which reflect knowledge of brain cognition
4. The next time a student says, “I’m just not that bright!”, you tell him (her), that it is because he has not turned on all of the lights!
5. Our brains have the potential for 10 trillion connections among our neurons, but most of us only use 1% of our brainpower.
6. Each and every time we think, recall, observe, and learn, we are re-creating the brain—making new connections—turning on more lights (and getting BRIGHTER!!!!). These connections will become permanent if used regularly, making it easier to access that information next time.
7. Students learn by expanding their capacity to remember, and this amounts to: Opening the eyes and putting the brain on alert (Pay close attention). Converting the information to a form that can be stored (Visualization). Connect the experience to other information (Association). (Felberbaum, 2005)
8. Zones of Information People (recalling names and context) Spoken (remembering oral information) Numerical (recalling dates, formulas, money) Written (recalling what you read) (Felberbaum, 2005) Paying Attention, Visualization and Association (discussed earlier) help with the recall of these
9. Now let’s talk about teaching strategies which can increase learningby employing the tenets of brain-based learning.
10. Lecture combined with active learning can effectively lead to goal attainment. Case Method forces the learner to apply knowledge and to engage in discourse which increases perspective. Discussion, which is well planned, and appropriately structured, can enhance critical thinking, improve students’ appreciation and respect for others, increase confidence, and let the instructor determine students’ levels of understanding.
11. Under the Discussion umbrella we also have: debates, panel discussions, symposia, concentric circles, face-offs.
12. Active Learning Includes all forms of learning that allow students to talk, write, listen, reflect, practice, share, solve, and simulate. The approach is learner-centered, vs teacher-centered. The benefits include deeper understanding of the material, and more ability to apply, analyze, synthesize, as a result of connecting with the information in a more tangible way than as a listener only.
13. Cooperative Learning Small groups of learners work as a team, to share knowledge and tasks, and often earn the grade as a team. The work is internal. Collaborative Learning Varied groups (learners, teachers, departments, community, agencies) work as a team to share knowledge and tasks. The work involves external partners.
14. Integrated Technology Is not a strategy in and of itself …should be used in combination with any, or all of the above.
15. Questioning: Constructed Response Questions Your questions are carefully designed to ensure that students are able to answer. You ask them to increase knowledge using prior knowledge. For instance: “OK, on Monday, we learned that each neuron has axons and dendrites. How do you think connections happen between neurons? “ vs “Ok, Today we’re going to continue talking about neurons? Are there any questions about what we discussed on Monday?”
16. Questioning continued Reverse Thinking Instead of lecturing and then asking questions at the end to test students’ listening/retention , you would ask questions up front. This will allow them to think of the possibilities, the reasons, the causes, the effects, before you give it all away in your lecture. The brain grows when allowed to search for previously stored information, related information, visual images, memories associated with the topic. Taking the time to do this, to let the student ‘work the brain’ will go a longer way toward their ‘getting it’ than when you tell them everything and then simply ask them to spill it back to you. The latter does not effectively build as many new brain connections or strengthen old ones.
17. Visuals Illustrations on the board, done by students Illustrations on the board, done by teacher Concept maps Gallery walks You Tube, Teacher Tube Power Point Authentic artifacts
18. Role Playing Carefully planned, this strategy can make the point in short time, can evoke sensitivity by causing the learner to better feel the effects of decisions, words.
